The results are in, but teachers aren’t happy.
State education officials released the long-anticipated results of the new standardized test, called the SBAC, on Friday. The numbers showed that less than half of Connecticut students met the “achievement level” or above in math in grades 3 through 8, and slightly more than half met this level in reading.
In a press release, education Commissioner Dianna Wentzell reiterated a point made many times during the last year – low scores were expected because the SBAC was replacing the previous standardized tests that were not as challenging.
“These results do not mean that our students are learning less, rather it reflects that we raised the bar,” Wentzell stated. “We are confident that our students will continue to build upon the new baseline they set this year and will rise to meet the challenge of the more rigorous material, as they always do.”
But Sheila Cohen, president of the Connecticut Education Association, challenged the results.
“SBAC is neither meaningful in making critical judgments about student, school, and teacher performance, nor is it an accurate gauge by which decisions about individualized student instruction, programs, and funding should be determined,” Cohen stated in a press release.
The CEA pushed for the creation of a Mastery Examination Committee to explore an alternative test and kill the SBAC. Lawmakers approved the committee this year.
There were some highlights to the results, according to the state.
Officials pointed out that fourth graders did better in math than they had in the NAEP test, a national assessment that’s given in all 50 states. The state also noted that eight graders did better in English compared to 2013 NAEP scores.
However, the NAEP measures English in three parts -- writing, reading and vocabulary – and are provided as separate scores. The SBAC provides a cumulative measurement of English language arts as a whole.
Both eighth and fourth graders did worse in math than they did on NAEP. Officials noted that this “matched the state’s estimates.”
“Math is clearly an area we have significant room for improvement in Connecticut,” Wentzell said. “Another area in need of continued focus and effort is in regard to our chronic achievement gaps.”
Only 16.4 percent of high needs students – that is, students who are eligible for free or reduced lunch, students with disabilities, or English language learners – met or exceeded the achievement level in math. English language learners performed the worst, with 93 percent of them failing to meet the math standards set by the state. Just over 8 percent of students with disabilities met the standard.
Numbers were also low for African American and Latino students. In math, just under 14 percent of black students met the standard, and just over 17 percent of Latino students made it.
“We have to be honest about the disparities in our students’ achievement,” Wentzell said. “Civil rights organizations fought hard to ensure that every kid would be counted in order to bring true transparency to our achievement gaps. By bringing this issue out into the sunlight, we are able to have the frank and honest conversations about our gaps.”
Cohen said her union has documented “countless problems” with the administration of the test. Her group has also argued that the technology used to take the test is problematic, because it emphasizes computer skills of subject matter skills.
State officials and the teachers union agreed that the results should be examined with caution. District superintendents have already received the scores, and will send out individual student scores to parents “when their district normally provides the parent reports.”
